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1 BIBI M BAP EST. 2013 • Volume 1 • Issue 4 • March2014 { { A Healthy Mix of Jeollanamdo Teacher News and Information Inside the Yeosu Oil Spill Jeollanamdo expats respond to the mucky disaster that devastated the shores of Yeosu with compassion. In-depth coverage with photo essay behind the pages.
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bibimbap EST. 2013 • Volume 1 • Issue 4 • March2014
{ {A Healthy Mix of Jeollanamdo Teacher News and Information
Inside the Yeosu Oil Spill Jeollanamdo expats respond to the mucky disaster that devastated the shores of Yeosu with compassion. In-depth coverage with photo essay behind the pages.
2
For questions and comments concerning articles please contact the writer via their emails listed at the end of the their articles
For general inquires please contact:
production team
Chris Devison •[email protected]
Sasha Koegler • [email protected]
Lindsay Ross • [email protected]
Dinh Nguyen • [email protected]
Evan Wallis • [email protected]
Valerie Robinson • [email protected]
Julia Cheng • [email protected]
Justin Ancheta • [email protected]
Victoria Lee • [email protected]
Tyson Vieira • [email protected]
copy editor Sasha Koegler
editing contributorsDinh Nguyen
layout and designDinh Nguyen
All non-credited photos, courtesy Wikimedia creative commons.
EST. 2013 • Volume 1 • Issue 4• March 2014bibimbap{ {
cover photo: Dinh Nguyen
What’s Inside
Write. Take Photos. Graphic Desgin. Volunteer with us: [email protected]
18 Upcoming Festiv
als an
d ev
ents
20 Dear Chris
: rea
der q
uest
ions
Inside the Yeosu Oil Spi
ll
13, 14, 1
5
3
12 H
ealth
y Mus
ings
16 The Power of a Smile 17 Korean Lemon Tea Recipe
10 Photos of the Month
8 Mak
e Less
ons More Dynamic with the Use of Videos
9 Und
erst
andi
ng H
igh
and
Low
Cont
ex
t Cultures
7 Ti
ps f
or T
each
in
g Grammar
4 Us
ing
Korea
n in the English CLassroom
What’s Inside
20 Dear Chris
: rea
der q
uest
ions
4
{ {Using Korean in the English Classroom:
The Students’ Perspective
photos and graphics: dinh nguyen
Chris Devison writer
T he use of the Ko-rean language in EFL classrooms is a hotly contested issue in the
TESOL field because like many things, for every opinion or theory there is an opposing one.
The purpose of this article in not to advocate for one position over
the other, as I believe there is sufficient evidence to provide a strong argu-ment in either case, and both have their benefits in the proper contexts. A lot depends on the teaching en-vironment you are in, and what is expected of you. You are in the best situation to judge what is the most beneficial for your context.
I recently conducted a simple Face-book poll on the issue and as expected, the responses were no different from
what would be found in the available professional literature on the topic.
Of the 52 Native English Teachers (NET) who responded, 75 per cent were supportive of a judicious use of the learner’s first language (L1) in their classrooms.
The teachers expressed various rea-sons why they favored the use of Korean, most of which pertained to classroom management and/or
creating a more favorable learning environment. Those opposed to the use of L1 stated that students can become dependent on its use and may lose the ability to problem solve the language and discover things on their own.
Regardless of your views on the subject, what the students think about the issue ought to be taken into account because education is really about them.
Korean students receiving instructions in their native language and in English.
5
Do
you
like
to s
peak
Ko
rean
in E
nglis
h cl
ass?
Grade 6 (Age:
Students who answered “No”
25
18
Grade 3 (Age: 9) Grade 4 (Age: 10 ) Grade 5 (Age: 11 )
Students who answered “Yes” Students who answered “Sometimes”
10
20
87
00
17
5
19
9
3
19
0Grade 6 (Age: 12 )
With the help of three of our cur-rent teachers in the province I was able to investigate over 100 students’ thoughts on the issue. We asked them several questions in a quantita-tive survey followed by a qualitative discussion.
Through the research, a general consensus about whether students were supportive of the use of the L1 could be seen. The respondents heavily favored using the Korean
language, with a total 111 out of a possible 114 students stating they like to use it.
When asked why they like to use the L1, the main answer was regarding comprehension.
The students believe that the use of L1 in class helps them better un-derstand the meaning of unfamiliar vocabulary, colloquial expressions, and sentences they do not otherwise comprehend. Several students also
felt the use of Korean in class was important because they were Ko-rean and the L1 is natural and a part of who they are.
The next focus of the survey was whether the students were support-ive of their teachers using Korean in class.
The results showed that students are supportive of both the NET and Korean English Teachers (KET) using Korean in class, with 106 of a possible
114 students indicating a preference towards NETs using Korean in class.
The students stated that it is often dif-ficult to understand NETs when using English only and they felt the use of Korean creates a mutual understanding between the NETs and students. Sev-eral students said this makes the NETs appear friendlier, more approachable, is fun, and it helps them to develop a rapport together.
CoNTINuEd on page 6
Do you like when your Native English Speaking Teacher speaks Korean in English Class?
Grade 3 (Age: 9) Grade 4 (Age: 10 ) Grade 5 (Age: 11 ) Grade 6 (Age: 12 )
Students who answered “Yes” Students who answered “Sometimes” Students who answered “No”
10
20
9
25
6
18 19
0
2
0
67
18
4
6
Do you like when your Korean teachers speaks Korean in English Class?
Grade 3 (Age: 9) Grade 4 (Age: 10 ) Grade 5 (Age: 11 ) Grade 6 (Age: 12 )
Students who answered “Yes” Students who answered “Sometimes” Students who answered “No”
10
20
10
20 2125
4
9
19
01
2 21
Does Korean help you to learn English better in English class?
Grade 3 (Age: 9) Grade 4 (Age: 10 ) Grade 5 (Age: 11 ) Grade 6 (Age: 12 )
Students who answered “Yes”
Students who answered “Sometimes”
Students who answered “No”
10
20
1015 14
22
3
1317
12
37 7
CoNTINuEd froM page 5
In regards to the KET, the data indi-cates that the students have a similar preference towards L1 use with an overwhelming majority of respon-dents (109) supportive of it. The students said this makes class easier and they like the transla-tions offered by the teacher. Some students said this is very helpful when the KET cannot speak Eng-lish well.
The final question investigated whether the students felt Korean was helpful when learning English and the major-ity of respondents (100) felt it was. The main reason given was that it helps them to understand things better and to learn the meaning of English words more easily.
A final issue addressed in discussions was how the students would feel if the L1 was eliminated completely from their class. They felt this would cause com-prehension problems and they stated they would feel embarrassed, annoyed,
confused, angry, shy, and bored. One student declared, “the students would need to be some kind of a special ge-nius if they eliminated Korean use in the classroom” and another questioned, “why would anyone do such a silly thing?”
Although students are in favor of L1 use, this still leaves some questions as to whether the L1 should or shouldn’t be used in the classroom. Some say it shouldn’t, pointing to the dangers of
its improper use, others say it should be used judiciously, pointing to the benefits of a comfortable learning environment.It would be wise for any EFL teacher to give some thought to this issue, ask their students what they think, and discuss it with their co-teachers to see what policy is best for them and their school. Doing this will help you judge the most benefi-cial form of learning for your specific teaching context.
Korean Expressions related to the classroom
Please sit down: 앉아주세요. (anja ju sae yo)
Please stand up: 일어서주세요. (il eo seo ju sae yo)
Please be quiet: 조용히해요. (jo yong hee hey yo)
Please repeat after me: 따라하세요. (tta la ha sae yo)
Are you ready?: 준비했어요? (joon bi hes seo yo?)
7
tyson vieira writer
Whether you are a tenured profes-sor or a new English teacher, it is
universally agreed that grammar teach-ing is a feared and daunting task. In junior high, I had an English instructor who always stated, “Grammar is power-ful, it even controls kings.” I rolled my eyes every time I heard this, but that doesn't change the fact that grammar is a foundational element of the English language. Daunting as this task may feel, there are often overlooked tips that can help any instructor:
Always Be Prepared
Don’t stress about memorizing everything perfectly! With all the rules, labels, excep-tions, and descriptive aspects of grammar, it is no wonder the topic can be over-whelming. Choose a specific feature of grammar (high impact rules) that will be the focus of your lesson. Depending on your school-dictated curriculum, you may
not have this option. Either way, take five to ten minutes to brush up on the feature of your lesson, and don't stress; you don't need to be perfect, just better than your students. Besides, you might be surprised at how quickly it all comes back to you.
As a guide, use a chart labeling your “high impact rules” and giving examples for each. When creating the lesson, think of a theme to base the lesson on, especially one in which the grammar points naturally col-laborate. Grammar can be a very dry sub-ject and choosing a theme that can spur intrinsic motivation and/or real world sce-narios can be extremely useful.
While Teaching, You’re Learning
When teaching grammar, there are three essential aspects that should be touched on in every lesson: form — What is the feature’s layout? How’s it written? Meaning — What is the feature’s pur-pose?
use —In which context is this feature appropriate or typical? Which areas are focused on fluency and/or accuracy?
Don’t overload your students! Keep your instruction simple, concise, and focus only on the “high impact rules” you prepared. Remember to give solid examples to back up your “high im-pact rules.” Oftentimes, these are more helpful than mere lecturing and can basically “teach and present” for you.
While teaching, check students' com-prehension of the lesson throughout. Try to avoid asking, “Do you un-derstand?” since most students who don’t understand will generally nod anyways. The most accurate form of assessing student comprehension is to ask questions based on meaning. Don't just get your students to restate the rules. Another way to keep stu-dents “on their toes” is to use person-alized and possibly student-generated examples.
Common mistakes that are often overlooked:
• Too many rules. • Too much teacher talking time.•“Beating the dead horse” (The students already know and they’re watching you re-peat yourself.• Assuming the class understands when only a few “louder” students do.• Decontextualized examples.
Always Room for Reflection
Most likely, you won’t perfect grammar teaching the first time around; it often takes months and even years of practice to gain confidence. In our field, pedagogical applica-tion means finding and using what is useful for learning and teaching, something that we as teachers are constantly working on. Gram-mar holds a central piece in language teach-ing, yet it’s common to miss key aspects and techniques that could greatly benefit our stu-dents. Reflection is a road that holds no end.
{ {Tips for Teaching the Almighty Grammar
dinh nguyen Teacher trainer, Henry Gerlits demonstrates effective teaching techniques in a KOTESOL meeting presentation.
8
{
Video Use in the
Classroom
Tech Talk
Using videos can often create more dynamic lessons for class levels.courtesy cesar kuriyama, ted talk
Welcome to our new technology column! This series will focus on using technology
effectively in the classroom, as well as for living in Korea. We’ll start off with a look at how to use videos as a teaching tool.
Videos can be an excellent teaching tool when used effectively. They are a great way to activate visual and audi-tory learning styles, serve as a “hook” at the beginning of a lesson, and give the teacher a break from constantly speaking in front of class. Use videos as an opportunity to actively engage with your students. Prepare a presen-tation with background information and new vocabulary beforehand, ask questions afterward, and don’t hesitate to pause and check for understanding during the video. Always screen vid-eos for inappropriate content.
• Do you use YouTube in class, only to see inappropriate videos appear on the sidebar menus on the projector screen? Enable YouTube’s “Safety Mode” feature! Simply switch the “Safety” button on at the very bottom of the video page to opt in. See the Google help page for a tutorial.
• Many Korean classroom comput-ers have GOM Player installed as the
default video player. Visit www.player.gom-lab.com/eng/download/ to download the English version to learn how to use the controls, as they are identical to the Korean program. You can drag and drop subtitle files directly onto the player to add them.
• Korean subtitles can be found by searching on websites like Cineast, GomTV, SubtitleSeeker, or Subscene.
• Daum and Mgoon are Korean websites that stream TV shows with Korean subtitles, including English language shows like Doctor Who and Modern Family.
• Youtube EDU: A curated playlist of educational videos sorted by topic.
• TED talks with Korean subtitles: These are especially useful for spark-ing discussion in teachers workshops or conversation classes. They range from 3 to 20 minutes long. You can also download the full transcript in Korean and English on the video page.
Maintenance Tip
Back up your lesson materials
Many teachers prefer to store their lesson materials on either a USB drive or online
drives like Dropbox, especially if they travel to multiple schools. You should be using both and keeping them updated.
Why? If the internet suddenly stops working on your classroom computer, at least you have your USB backup! And if you forget your USB drive at home, you’ll have Dropbox.
Get into the habit of backing up your lesson files every day by adding a calendar reminder on your phone. You can streamline this by download-ing Dropbox for your computer and keeping your lessons saved in the ded-icated Dropbox folder.
Troubleshooting
My co-teacher is upset that I in-stalled Google Chrome on the computer, even though it’s a bet-ter browser.
While I definitely agree, Korea runs on Internet Explorer. Google prod-ucts have not caught on here, to the point that Chrome is often considered a computer virus.
My co-teachers won’t answer my emails.
I’m sure it depends on the teacher, but I have four main co-teachers and when I used to try to email them, my
messages would disappear into the ether. SMS or KakaoTalk is more ef-fective at reaching people quickly. If you do need to email a teacher, send a follow-up text to let them know to check their inbox.
The classroom computers are run-ning extremely slowly!
They are probably chock-full of virus-es from students using them. Ask your school’s computer technician to help.
Tech Recs
• Hola Unblocker browser extension: Changes your browser’s geographic region so you can use Pandora, Net-flix, Hulu, and any other region-blocked websites again.
• KoreanClass101: Fantastic podcast for learning Korean in small 3-10 min-utes doses. Great way to kill time during those long rides on the country bus, es-pecially if you’re prone to motion-sick-ness like me. You can listen online via their website or search for their podcast on iTunes or Podbay (Android) on your smartphone.
• Korean Builder: This is my favorite Android app for referencing Korean phrases on the go.
Share tech tips and submit troubleshooting questions at: jucheng86@
gmail.com
with Julia Cheng
9
A lot of cultural conflict I hear about in my daily life stems from the differences between
the high context culture of Korea and the low context cultures of English speaking countries. In this piece, I hope that you can identify how this is expressed in your daily life and interactions with your Kore-an co-workers, administrators, and neigh-bors. Hopefully, when you can identify these high/low context culture clashes, you can step back from the situation and resolve it in a sensitive way.
In general, NETs in Korea come from “Low Context” cultures.
Common traits found in countries that score low on the context scale include:
• Rule oriented: people play by clearly defined external rules.
High-Context Culture and Low-Context Culture are terms made popular by an-thropologist Edward T. Hall in his book Beyond Culture. They are used to describe cultural difference between societies.
In a High-Context Culture, things are often left unsaid and are explained by the culture. In these cultures words can communicate complex messages very effectively to insiders ( less effectively to outsiders), and thus word and words and word choice become very important.
In a Low-Context Culture, less value is places on a single word. Communica-tion needs to be much more explicit.
{ {The High and the Low
Differences in Cultural Contexts • Time is “linear”: time, space, activi-ties, and relationships happen in se-quence.
• Knowledge and information is codi-fied, public, external, accessible to all and transferable
• Interpersonal relationships can be intense but short term.
• Responsibilities are shared, work is task-centered.
• Decisions and activities are action oriented. What matters is getting something done.
And though everything in culture studies in on a spectrum, Korea tends to skew toward “High Context.”
Below are some of the common traits found in countries that score high on the context scale:
• There are strong boundaries: group knows who is accepted as belonging and who is considered an “outsider.”
• There are less written and “formal” information and rules. Not as much verbally explicit communication. So people “know” what the other person means. They read hidden “cues.”
• Long lasting relationships are com-mon and knowledge is situational, not relational.
• Activities and decisions based on interpersonal, face-to-face relation-ships, and often an authority figure dominates.
Note: Within western culture there are sub-cultures that are considered “High Context.” Try and think of a group of people where it is more important who you know instead of what you know. Common examples are: Criminal orga-
nizations/gangs,celebrity/Hollywood culture, American Southerners, The Quebecois, the aristocrats on Downton Abbey, etc. I would even make the ar-gument that NETs in Korea transform from low to high context. Think about it: Even if you were fluent in Korean, would you rather buy something used but expensive from a buy/swap/sell page on facebook or go at it alone in the Korean classifieds on Gmarket?
Now consider this: Have you ever been told by a co-worker or supervisor that you need to stop/start doing something immediately, even though you have been carrying on with that behavior for a very long time? Perhaps they ask you to no longer walk through the side gate, but walk around the perimeter to enter through the front gate. Does this request seem to you to be superfluous and perhaps just a “show of power” by the co-worker?
In a high context culture such as Korea, your co-worker/supervisor expected you to know the proper procedure, and when you didn’t know, they hoped that you just catch on without anyone hav-ing to tell you. They were hoping that they wouldn’t have to embarrass you by asking you to change and that you would have come to that conclusion on your own. So in effect, asking you to go through the front entrance instead of taking the short cut every morning is the western equivalent of them asking you to take baths more frequently or brush your teeth. Just asking embarrasses both you and them. Keep in mind, they may even phrase the request in the politest way possible, such as “Maybe you can ______” instead of “Don’t ______.”
Try not to ignore these pieces of advice, they are really trying to help you.
Another way this manifests itself is in traffic. By mid-western American stan-dards (I can only speak as I have ex-perienced), traffic in Korea is chaotic. I frequently see U-turns, disregard for red lights, double parking, blocking the intersection, and overall aggressive driv-ing.
As someone who has only driven in the American Midwest, it seems to me that there are no rules and the only way someone can get through traffic with-out an accident is to be hyper aware and to look out for oneself above the right of way of others. Koreans, and other cultures, with perceived “chaotic” traf-fic, do not see themselves that way at all. In a high context culture, there are as many rules and regulations that must be obeyed as there are in the western world. The difference is that these rules are un-derstood by the drivers without explicit input from traffic lanes or lights. Korean drivers don’t necessarily see themselves as being haphazard or disrespectful of the rules. They are merely following the rules that you are unaware of.
Do your best to take the advice given to you by your Korean co-workers and neighbors as graciously as you can. Korean people are not in the habit of explaining good habits and manners to outsiders. And remember when some-thing seems chaotic or random; in mathematics randomness is considered a pattern. Don’t lose sight of the forest for the trees!
“In a high context culture such as Korea, your co-worker expected you to know the proper procedure, and when you didn’t know, they hoped that you just catch on without anyone having to tell you.
“valarie robinson
writer
10
{ “Turning In” by Justin Ancheta The Dream Bridge at the Suncheon Bay Garden Festival is full of fanciful visual puns like this TV window. The composition of a girl trying to use the TV made this pun all the more amusing. Justin Ancheta is a Canadian teaching in Jeollanamdo. He is a regualar writer for Bibimbap and a member of the production team.
{“Mokpo” by Daniel Eastwoods A view of the gems hidden behind some apartment complexes in Mokpo City .This crossing is a path taken by many locals and expats in their day to day life. Daniel Eastwoods arrived in Jeollanamdo in October during the November intake. Originally from the UK, he now teaches at two “wonderful Elementary schools. “
{ “Boseong Tea Fields in the Fall ” by Birdie Ciccarelli
Vibrant leaves glowing like burning am-ber swaying in the fall wind. They have only a thin branch to ground them. Currently a teacher in Gwanyang, Jeol-lanamdo, Birdie’s dream is to become a life coach and yoga teacher. In May she will be leaving for Peru to volunteer. After that, she will head to Singapore to teach English and volunteer with NGOs in Cambodia and Vietnam. Help Birdie out at:
www.indiegogo.com/projects/release-birdie-into-the-wild
11
“Seongsanam Hermitage” by Zac Cady • An image of the Seongsanam Hermitage taken on a beautiful day. The temple is on top of Osan in Gurye, Jeollanamdo. Born in Belgium to American parents, Zac Cady is a teaching adventurer in Gurye who enjoys teaching and taking pictures. See more of his phototgraphy at: www.expatzac.com
{ “Boseong Tea Fields in the Fall ” by Birdie Ciccarelli
Vibrant leaves glowing like burning am-ber swaying in the fall wind. They have only a thin branch to ground them. Currently a teacher in Gwanyang, Jeol-lanamdo, Birdie’s dream is to become a life coach and yoga teacher. In May she will be leaving for Peru to volunteer. After that, she will head to Singapore to teach English and volunteer with NGOs in Cambodia and Vietnam. Help Birdie out at:
www.indiegogo.com/projects/release-birdie-into-the-wild
{ {Photographs of the Month
Adventures in JeollanamdoEvery month we select photos submitted by readers to be featured in Bibimbap. The winner get their photos publish along with a personal website they wish to promote. Next issues Photos of the Month theme is : South Korean festivals. To participate, please send photos to: [email protected]
12
Home for the Holidays:
Musings
Healthy{ { During the beginning of each New Year I like to take some time to reflect on the one that
just capped off. I dwell on many things and the issue of health and well-being is always at the forefront of my consider-ations. Although I have some well-being demons - namely chocolate and beer - normally I’m quite content with how I live my life, seeking to balance a proper diet and sufficient exercise with a little bit of meditation thrown into the mix.
However, this year, during my winter vacation home to Canada, my usual well balanced lifestyle was abandoned for something, at least in hindsight, much less desirable. It was 8 years since I was last home for the holidays and my yearly memories of Christmas changed from a year-to-year recollec-tion to a long off, fuzzy memory of my childhood long ago.
This brought great excitement as I re-flected on the true magic that Christ-mas is as a child. I was in awe of the beautiful lights and the snow, immersed in the festivities and Christmas cheer and, of course, mesmerized by all the Christmas food. All that glorious food!
I knew coming home for the holidays, I would have to be lenient in regards to
my way of living, but I found myself ut-terly abandoning my regular lifestyle in a sort of Morgan Spurlock-esque type of Mc-holiday experiment. It seemed the further I strayed off my regular path of well-being, the easier it was to get even more lost as things spiralled unmanage-ably out of control. Finally, I decided to give in and let things proceed in their natural progres-sion towards a lifestyle of unhealthi-ness. In a weird way, I wanted to see how far off track I could go in a short time and looked forward to the chal-lenge of reversing it when I returned home to Korea.
I also enjoyed the rebellious nature of doing something I felt was wrong or forbidden, as I secretly enjoyed the highs from the excitotoxins I was overindulg-ing in. Although I felt a sense of guilt for going against how I normally like to live my life, I began to get a real sense of how easy it is for anyone to become unhealthy, overweight, or out of shape, if they do not pay close attention to their lifestyle.
The sugars, the fats, the convenience, and the marketing, are all designed for us to keep coming back again and again, and as we consume more, our body desires more. Although Christmas is a
time of great excess, these temptations are present daily for everyone.
After 3 weeks I felt like a different per-son, and not in a good way. In a short time I gained a substantial amount of weight, to the point that some of my clothes no longer fit. I felt much more lethargic, slept more, and had a harder time getting out of bed in the mornings. I had a much worse complexion, acne, itchy skin, shortness of breath, and uncontrollable gas. And as I was com-pletely addicted to sugar, I was left crav-ing more regardless of how much I ate. I can only imagine the health problems that would arise from continuing down this path, not to mention how difficult it would be to reverse things.
I had a hard road ahead of me but after a couple of months, I feel I brought my life back into a balance I enjoy and feel good about. Through this experience I feel I’ve gained a much better under-standing of the problems some people have with health and weight issues. Now back in Korea and again engaged in my regular routine, I look forward to a much healthier year, until 8 years time when I do it all again. Wish me luck, I’ll need it. I wish you all a happy and healthy year!
A Wrench in Good Habits
photo: Chris Devison goes home to Canada for Christmas where he visits Santa and discovers his past lif-
style.
chris devison
with Chris Devison
13
viCtoria lee writer
It’s always exciting to be a visitor in a new country. As expats we tend to see the
world as our oyster and when we first come somewhere new, we see ourselves as explorers and adventurers. But when the dust settles and we grow accustomed to the people, the customs, and our daily routines, this new ter-ritory becomes a familiar place - one we can call home. So what happens when that new home is shaken by a catastrophic event?
On January 31, 2014, while Ko-reans and expats alike were cel-ebrating the New Year to come, Yeosu residents woke up to a horrific surprise. The noxious smell of fossil fuel penetrated the air as news of an oil spill in the Shindeok-dong area gushed across the province.
While many residents were raising glasses to prosper-ity in the New Year, a Sin-gapore-registered oil tanker collided with a bridge and severed three GS Caltex pipe-lines, spilling 164 tons of oil into the harbour. Unlike the immediate government response to a major oil spill
in Taean in 2007, the initial response to the Yeosu event was inadequate. So it was that local citizens were moved to respond.
As expats and as teachers, we al-ready have a social responsibility to our communities, but when crisis hits close to home that call-ing becomes a siren. So when na-tive Korean teacher, Chloe Kim decided to get involved, it wasn’t long before action was stirred amongst the NET community.
Kim's experience of the Yeosu spill differed greatly from the disaster in Taean, where the government requested civilian help and volunteer groups were formed. In the case of Yeosu, the ordeal was hushed.
Inspired by a letter sent from the people of Taean, Kim started a Facebook forum to spread awareness about the situation and made it her personal mis-sion to encourage the commu-nity to volunteer with Yeosu’s cleanup. “I had a letter from the people in Taean. The ocean had healed faster than they expected, and it was a miracle,” said Kim.
Many teachers were encouraged by Kim's passion, which spoke to
their own sense of social respon-sibility, but miscommunication and a lack of information led to many cancellations.
“I had a lot of messages at first, but 70% of them cancelled and just three foreign teachers came out,” said Kim.
Although she was discouraged by the turn out, she doesn’t blame the foreigners. She attri-butes their absence in large part to a lack of official resources and information in English. The perceived need to save face may have prevented the government from openly shedding light on the incident.
“They didn’t want to have vol-unteers officially… but when I went there, it was terribly short of people,” said Kim. When she and the other volunteers went, they were welcomed. She said they are still looking for volun-teers but you must go without the help of an organization. This is something a few NETs have done in the hopes of lessening the oil spill's impact on the envi-ronment and community.
“I think some foreigners were worried about helping because they thought the toxic fumes
would make them sick,” said Claire Gillis, a private school teacher. “However, I was very impressed by the level of orga-nization. We wore full protective clothing and lunch was even or-ganized for all the volunteers!”
Gillis said local residents work-ing on the site were extremely grateful for the help. “Several people thanked my friend and I for coming and we were both pleased that we made the effort. We hope it shows that foreign teachers want to participate in the local community,” said Gillis.
Some native English teachers may have been dissuaded from getting involved with the cleanup because of cultural and com-munication barriers. Most of us come here intending to bring something positive to another part of the world but crash into the obstacle of not knowing the Korean language or culture well enough to contribute effectively outside of the classroom. Fortu-nately, such obstacles can also be viewed as opportunities for learn-ing during which we can both come to know the culture and make a meaningful difference in our communities.
{ {Working to Make a ChangeExpat Initiative Unmuddles Yeosu Oil Spill
From left to right: English teachers Chloe Kim, Angela Fidelak, and Clair Gillis cleaning the oil off sand and stones to help protect residences from toxic fumes courtesy clair gillis
14
ben weller
special to bibimbap
The oil started spill-ing into the mouth of Gwangyang Port
around 9:30 a.m. on Friday, Jan-uary 31, 2014. A Singapore-reg-istered vessel, piloted by a port captain and exceeding speed limits, ran into pipelines at a GS Caltex petrochemical facil-ity, damaging the pipelines and dumping 164 tons of oil into the coastal waters off Yeosu.
The spill couldn’t have come in a worse or more predict-able spot. Yeosu City and the Gwangyang Port are home to one of the world’s largest in-dustrial complexes–a labyrin-thine landscape of pipelines, cooling towers, steel plants, and shipping terminals. The area is also home to fisheries, fish farms, and marine wildlife sanctuaries. Many of Yeosu’s residents’ livelihoods depend on tourism and the seafood trade. As the oil spread on Fri-day and over the Lunar New Year weekend, it was clear that the spill would have far-reach-ing consequences.
One of the first areas affected was Shindeok-dong, a small fishing village about 2km south of the spill. Shindeok is a small collection of concrete homes nestled together on the eastern shore of Yeosu. Small piers and fishing boats dot its shoreline. The cleanup effort, which involved the Coast Guard, Army, national police, the Red Cross, GS Caltex, and the Korea Marine Environment Management Corporation (KOEM), as well as hundreds of volun-teers, began there, and would spread along with the oil in the coming days.
Oil spill cleanup is a painstak-ing process, and the effects of most spills are often not known for years. Yeosu had already seen a major spill in 1995, which, as the Korea Herald reports:
“resulted in some 5,000 tons of oil contaminating its coastline. It took five months to clean up the spill and the damage was estimated at 150 billion won ($140 million), ac-cording to reports.”
Shindeok was not the only area affected by this most re-cent spill. I traveled around the area with staff and vol-unteers from the Korea Fed-eration for Environmental Movements, a national NGO, and we witnessed oil contam-ination well into Gwangyang Port and as far south as Udu-ri, and oil has been reported to the east, along the shores of Nam-hae.
Like last time, compensation for the affected will be dif-ficult to come by. Much of the fishing in the area is un-licensed, and those families will have a hard time claiming damages. After the building boom of the Yeosu Expo in 2012, an even larger portion of the economy is dependent on tourism. That industry will suffer as well. What is less clear is what this event will mean for GS Caltex and the numerous other large cor-porations that operate in the area. On Thursday, Feb. 6, South Korean president Park Geun-hye removed the head of the Ministry of Ocean and Fisheries, Yoon Jin-sook, af-ter she suggested that the real victim of the spill was GS Caltex, angering local resi-dents.
A Predictable Spill Hits a Vulnerable Area
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Pg.14, top: Volunteers and of-ficials look for oil contamination along the shore in Shindeok Village.
Middle: A resident couple col-lects trash and oil-contaminat-ed debris along the coast near Manseong-ri, a popular beach in Yeosu.
Bottom: A woman uses oil ab-sorbent mats to soak up oil along the shore of Shindeok Village.
Pg.15, top: A volunteer col-lected seaweed contaminated with oil along the Yeosu coast-line.
Bottom left: Volunteers and officials at the site of cleanup efforts in Shindeok
Bottom right: Volunteers clean rocks by hand along the shore of Shindeok Village.
{ {Ben Weller specializes in industrial photography and documentary photojournalism. His work in Korea has taken him to the shipyards of Geoje, the container terminals of Busan, and the streets of Seoul.
His photos have appeared in The Washington Post, The Chronicle of Higher Education, Neue Zürcher Zeitung, Elsevier Magazine. He is represented by ZUMA Press
See more of his work at: www. benweller.photoshelter.com
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Justin anCheta
writer
When I first saw him, nothing in particular made him stand out. He was like many of the other
students I’d seen in the brief introductory pe-riod I’d struggled through at my new school. They were an endless stream of faces flow-ing past my desk space, and while I struggle to remember their names, I fail to forget their sounds and colors: peals of laughter, reddened faces, and words tumbling out of misshapen mouths like passengers hastily stumbling out of a packed subway car. They all had a common refrain to their motions and words. If they could be poems, they’d all have the same rhyme and meter. If the char-acteristics of poems describe the distances between words, sentences, and breaths taken, they could also describe the distance between me and them. Between the young Korean and the old foreigner.
I did not begrudge them this, because it was distance observed not out of malice, but of a deep fascination, honorific, and horrific, of the exotic and the unusual. With my brown skin, freshly shaven head, and a slight lisp, I was definitely exotic, if not somewhat unusual (for a native Eng-lish-speaking foreigner). But regardless of the reasons why, they stood aloof and apart from me, huddled together in their three-way matches of fingers and hands, nominating an unlucky friend to ask the questions they couldn’t dare to ask them-selves.
What is your name?Where do you come from?Do you know Dokdo?Can you eat Korean food?
used intuition and experience to try to make up for my lack of linguistic understanding. Okay, that’s enough for now. Don’t say any more. Don’t bother your teacher, was what I guessed she was saying. She placed a hand on his shoulder, pulling him back, and she looked at me, a face embarrassed and deep-ly etched with regret and fear. I couldn’t say for certain if I was right. But the way his sheepish silence darkened into dejection spoke for them both.
I'd struggled to remember his face but now it started to come back to me. I had seen him in the hallways over the past few weeks, left behind by other students in their mad barrel-ing rushes from room to room. I’d seen him struggle with basic questions I’d ask when I’d seen him outside class, observed how he’d spent extended moments staring aimlessly out the window, how he'd rocked side to side on his feet and fidgeted endlessly dur-ing times of idleness. None of these things entitled me to make a professional diagnosis, and even educated guesses propped up by teacher jargon and lists of diagnostic criteria would just be unfair speculation. But they tickled notions in my head of possibilities that his struggles with English were more than just the burdens of academic expecta-tions. I’d seen his mother’s look before, in the eyes of my own mother, after my many public childhood episodes where I battled my malfunctioning throat and cranial lan-guage centers to produce speech -- and lost, horribly.
No, no, it’s okay, it’s okay! I stammered in broken, sloppy Korean, my vowels and consonants strewn about all over the space between her and I like spilled pasta. She smiled demurely, and, still fearful, let us talk. And we did talk: he in his piecemeal English, and I in my fractured Korean. We smiled as we walked, united in the shared
{ {The Power of a SmileRock-Scissors-Paper. Rock-Scissors-Paper. Rock-Scissors. Paper. Paper.
In amusement, I’d smile at them anyway. I was grateful for their attention, while I still commanded it.
Through the Circus Carnival Freakshow Foreigner performance I was giving, I could see someone there in the background, shift-ing nervously from foot to foot - left, right, left, right - lurking in the spaces between smiles, where he could be safely ignored. And when I saw him, nothing in particular made him stand out. Except for what he did later that day.
On my way home, he came up from behind me and called out my name with a piercing stab of exuberance, slicing the air between us with his voice. I turned to see him there, with a smile and a look on his face that could have outshone a million candles. If he was a book he could have been an instruction manual on how to be happy. If he was a poem, it would have been a haiku with every possible synonym for the word “joy.” I braced myself for impact, a staggering body blow of a hug, but instead he slowed his pace, stopping just short of ramming me with outstretched arms. He matched his steps to meet mine.
“Hello, Teacher! How are you today!”
Those may have been the only words in the English language that he’d ever learned, but the way that he said them made them probably some of the most beautiful words I’d ever heard. I asked him how he was. “I’m fine!” He replied, with one of the rarest smiles that anyone can hope to see: the smile that comes when someone says that they are fine, and truly means it.
The unstoppable force of his happiness clashed with the immovable mass of my oppressive fatigue, and I willed my facial muscles to force my mouth into a smile. “I’m fine too,” I lied. But I smiled. And while I wasn’t fine, I was happy to see him. Truly, genuinely happy. “Where are you going?” I asked.
A sheepish silence crept over his face.
A sharp rebuking rang out – a Korean woman came up to meet us, face and body insulated against the sharp cold. She hadn’t been that far away, and I remembered quickly that I’d glimpsed her before being caught up in her son’s exuberance. The words that she called out had failed to prop-erly process themselves in my mind, but I
frustrations of our language. It is easy for us, as instructors, to see the immediacy of our students in the states we glimpse them in. Maybe some of them don’t talk. Maybe some of them sleep in the middle of class. Maybe some of them are loud and disruptive. Maybe some of them stare off into space, oblivious in their inward peace to the outward chaos of the lesson around them. Quantum Physics tells us that when we observe particles in their ti-niest state, our observations affect what we see. The students we see as disruptive, slow, or uncooperative are the ones whose nature we assume it is to be that way. It is what we know and expect from them. Our observa-tions affect what we see. We see students who make our classes difficult, and they are nothing more to us. We don’t see the broken families or abuse. We don’t see the emotional loads they must carry because their parents must make ends meet. And we certainly don’t see the burdens imposed on them by the limitations and betrayals inflicted on their hearts by malfunction-ing minds and bodies. For them, their life can be as much a struggle as it is a gift. I used to think of gifts as objects given and taken in offices and classrooms, but they are moments as fleeting as our walk together, as brief as a smile, or as small as a wave. To share in these gifts is to share in their struggles as well.
The next time I see him, it is lunch time. He sits apart from the others, with a small band of other misfits and outcasts. I try to catch his eye, and when he looks up from his soup he recognizes me, and his face explodes in a smile. When I smile back, I realize it doesn’t take as much effort as it did before. It just comes to me, like a wave gen-tly pulling itself to shore.
Lines of faces and voices stream past my office door. If you blink, you’ll miss them.justin ancheta
The interior of the Itaewon Foreign Book-store. Like these books, each student has a story about their struggles at school.
justin ancheta
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Cough SoothingKorean Lemon Tea
In the Kitchen
viCtoria lee writer
You know it’s coming, that nasty cough and cold that you just can’t shake. As a teacher, your vocal cords are the most important tool in your tool belt and you need to keep them running smooth. A great way to lubri-
cate those puppies is to coat them with a lovely cup of lemon tea. It sells for about 5,000 won in most cafés but you can make a jar of it and enjoy it at home.
Wash and cut the lemons into 1cm thick slices so you have lemon“wheels” Then cut each of those slices into quarters.
Place a layer of cut up lemons in the jar and cover it with a layer of sugar — enough to make a small snowdrift to cover the lemons. If you can't see the lemon you're good. The sugar draws out the lemon juice, producing thick sugary lemon syrup.
Place another layer of cut up lemons on top of the sugar layer and then repeat with alternating sugar and lemon layers. Repeat until all the lemons are in the jar.
Cover with a lid and leave at room temperature. Be careful! If you leave it in too warm a place you'll get mold instead of the sweet taste of lemon tea.
Once the syrup starts to form, place the jar in the fridge for a few days.
After a few days, you can open the jar and pour about a tablespoon syrup into a mug, adding a few pieces of lemon from the jar for aesthetics. Fill the mug with boiling water and there you have it: Your homemade Korean lemon tea.
Directions:
1
2
3
456
You will need: 1+ lemon 1 tablespoon
White sugar 1 chopping surface
1 sharp knife 1 cup
1 glass container with a screw-on lid (size dependant on the amount of lemon tea syrup you want to make)
Got a topic you're passionate about? Think other teachers in Jeollanamdo might be interested in it? Share it with them. Write for us:
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{ {Upcoming Festivals, Holidays, and Events
by
Lindsay Ross
writer
dinh nguyen
courtesy hojusaram A sight used in the Korean Drama “Romance.” This is one of the most famous photo spots in Jinhae during the Gunhangje Festival.
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‘Tis the season to welcome a new school year and bid adieu to winter!
With the end of winter comes spring, and with spring come flowers and happy things!
As you’ve probably already noticed, Korea loves festivals and in spring, it’s all about the flowers.
One of the most popular springtime sights in Korea are the cherry blos-soms (벚꽃; beot kkot).
Starting in the more southern prov-inces, such as Jeollanamdo and Jeju-do, cherry blossoms bloom in late March and reach Seoul in early to mid-April. During this time, don’t miss out on the opportunity to enjoy cherry blossoms at one of Korea’s many fes-tivals before they fall.
There are two notable festivals that celebrate cherry blossoms: One in Jinhae (Changwon) and the other in Yeouido (Seoul).
Jinhae cherry blossom festival
Jinhae is a small town located west of Busan. It is best known for its annual cherry blossom festival (called the Jinhae Gunhangje Festival/진해군항제축제).
While enjoying the gorgeous views and endless food stalls, be sure not to miss out on the picturesque views at Yeojwa Stream. This location was used as the set for a 2002 Korean TV series, “Romance,” and has since become known as “Ro-mance Bridge.” At this festival, you also have the opportunity to explore Jinhae’s position as a port city and take a tour of Korea’s Naval Academy and Museum.
Directions from Jinhae’s Bus Terminal:
on foot : From the terminal, go 30m forward and turn right onto Jungwon-dong-ro (중원동로) Road. Go 350m forward, and stay left at the fork. Go 230m forward to arrive at the festival venue.Public transportation: Take Bus 305 or 317 at the opposite side of
Jinhae Intercity Bus Terminal and get off at Jinhae High School (진해고등학교) or Gyeonghwa Station (경화역, only Bus 317).
Spring Flower Festival
Yeouido is an island in the Han River of Seoul and, in April, is host to a Spring Flower Festival (여의도 봄꽃축제). The National Assembly is lo-cated here and opens its gates to the public during the festival for people to enjoy picnics on the lawn.
Surrounding the National Assembly building is Yeouiseo Road, which will be lined with cherry trees and closed to traffic. In addition to cherry blossoms, festival-goers can enjoy a variety of other spring flowers as well as cultural perfor-mances along the streets and in neigh-bouring parks.
Directions
from Seoul’s Express Bus Terminal:take subway line 9 to National Assem-bly Station, Exit 1.
To simply enjoy the sight of cherry blossoms, however, one need not venture too far. The streets will soon be lined with beautiful blossoms and you’ll likely be able to see them in your own neighborhoods. Cherry blossoms fall almost as quickly as they bloom so enjoy them while they’re here!
Now Now – May 11: Bitnoriya in Yeosu (Jeollanam-do)
Now – May 31: Yangpyeong Strawberry Festival (Gyeonggi-do)
March 14 White Day
17 St. Patricks Day
22-30 Gwangyang Plum Festival(Jeollanam-do)
22-30 Gurye Cornus Officinalis Flower Festival (Jeollanam-do)
28-April 6 Gwangju Flower Show (Gwangju)
29-30 Hwagae Cherry Blossoms Festival (Gyeongsangnam-do)
30-April 2 Jindo Miracle Sea-Parting Festival(Jeollanam-do)
April 14 Black Day
20 Easter Sunday
1-30 Wando Slow Walking Festival(Jeollanam-do)
1-10 Jinhae Gunhanje Festival (Gyeongsangnam-do)
4-6 Jeju Cherry Blossom Festival (Jeju Island)
4-7 YeongamWangin Culture Festival(Jeollanam-do)
10-13 Goheung Aerospace Festival(Jeollanam-do)
18-27 Sinan Tulip Festival (Jeollanam-do)
24-27 Ulsan Whale Festival (Ulsan)
25-27 Asan Great General Yi Sun-Sin Festival (Chungcheongnam-do)
25-27 Danjong Culture Festival (Gangwon-do)
25-27 Lotus Lantern Festival (Seoul)
26-28 Gwangalli Eobang (Spring/Ocean) Festival (Busan)
30-May 6 Mungyeong Traditional Chasabal (Tea Bowl) Festival (Gyeongsangbuk-do)
May1 Labor Day
5 Childrens’ Day
6 Buddha’s Birthday
11 Mother’s Day
1-6 Damyang Bamboo Festival(Jeollanam-do)
2-4 Jangseong Hong Gil dong (Korean robin Hood) Festival(Jeollanam-do)
2-5 UlsanOnggi (Pottery) Festival (Ulsan)
2-6 Boseong Green Tea Festival(Jeollanam-do)
2-6 Hwasun Healing Food Festival(Jeollanam-do)
2-11Hampyeong Butterfly Festival(Jeollanam-do)
3-6 Yeosu Geobukseon ShipFestival (Jeollanam-do)
3-6 Jeonju Hanji Culture Festival (Jeollabuk-do)
Got an upcoming community event you want to share? Snapped a beautiful shot of a festival you went to? Got questions or comments about the article?
Send details and photos to: [email protected]
20
dea
r ch
ris
QIt’s difficult to find some things in Korea, especially in regards to healthy eating. Could you give me some advice on where I can buy organic and health foods? — healthy one
I was wondering if you could give us some information on renewals and transfers. It’s a bit confusing. How does everything work? — renewal request
Dear healthy one:
One of the challenges of living in a new country is that those things that have become second nature to
us may no longer be so easy. Suddenly, we find difficulty in the simple things: obtaining a decent cheese, a draught beer other than Hite, or a lunch sand-wich that isn’t also a dessert. When we desire specialty items or health foods, the challenge intensifies all the more. Unless you are into eating seaweed soup or dotorimuk (acorn jelly), it can be utterly frustrating. But there is hope.
Iherb.com is always great place to start. Shipping is surprisingly cheap and amazingly fast. It is a go to place for dry goods and nutritional supplements, however, you will need to find your fresh products elsewhere.
Local markets with your lovely Ajumma veggie slingers are a reliable place to find fresh produce but often you can only buy seasonal and in bulk. Plus, these
Dear renewal request:
The renewal paperwork is sent out approximately 4 months before the comple-tion of a teacher’s contract.
It contains the renewal work for the teacher and an evaluation for his or her school to fill out. When both parts are completed, the Korean co-teacher must return them to my office for us to organize.
In your section of the paperwork, teachers must indicate whether they wish to renew or not by simply check-ing ‘yes’ or ‘no’. Other sections in-clude a personal medical assessment, personal questions, and a transfer re-quest.
products may contain numerous her-bicides, pesticides, and fungicides with adverse health effects. In today’s market, the desire for an aesthetically pleasing product often supersedes nutritional benefits and even flavor.
All of the larger marts, at least in met-ropolitan areas, will have an organic section. In addition, there are several specialized organic shops throughout Korea. Their names with loose trans-lations are:
As of January of this year, WWOOF Korea also offers organic boxes. They have both couple and family options and with a price range starting at about ₩108,000 for a 4 week share (1 delivery each week for a month), it is affordable. They also have the option of a one-time only taster basket for ₩30,000 which can help you decide whether community supported agriculture (CSA) is suitable for you. I have been very happy with the contents of their boxes, which typi-cally contain various vegetables, fruits, salad greens, eggs, banchan, and some artisanal breads. You can find more info about WWOOF CSA and how to join here: www. wwoofcsa.com.
July’s Organic Box from Moonrise Farmingcourtesy moonrise farming
초록마을 Green Village 한살림 Pure Livelihood 한마을 Pure Village 자연드림 Natural Dream
Another option is checking out one of the following two companies that deliv-er organic boxes to your door. Keep in mind they require weekly/monthly sub-scriptions and you don’t always know what you’ll be getting.
The first one, which I have been a member of for almost a year now, is Moonrise Farming Service (달뜬 꾸러미). My membership entitles me to an organic box once a month for a ₩30,000 . There is also a bi-monthly option. Past boxes have included free range eggs, organic yogurt, cheese, grains, banchan (Korean pickled dish-es), and a variety of produce. Click here to visit their Facebook page and you can contact member Gyonghoon Lee there or by phone 010-4605-6761 if you are interested or have ques-tions. I have been quite happy with their service and products. January WWOOF Family box
courtesy WWoof
The office and the schools worry about health, so they like to monitor this. One way they do this is through the teacher’s medical assessment. The personal ques-tions section is the teacher’s chance to speak their mind about the positive and negative aspects in regards to their school life and general day-to-day liv-ing in Korea. It is important to note that your co-teacher will be sending the forms back to my office. If you have ill words about your co-teacher or your school, it is best to convey them in a pri-vate email that I will attach to your files once they are returned to my office.
The last section is the transfer request. This only needs to be filled out by those who are renewing and wish to transfer. A teacher can indicate up to four prefer-ences of areas they would like to trans-
fer to. Their preferences could include an area, a level, a combination of both, or even a specific school. They should include anything that will help us to find the placement that is best for them. It is also wise to fill out more than one pref-erence just in case the desired preference is unavailable for whatever reason. Un-fortunately, our office cannot know what positions will be available until after the renewal paperwork is returned, so it may involve some investigative work on your part, or having an open preference such as a city and possibly level.
After the paperwork is returned to our office we will analyze everything to es-tablish who can be rehired, how many teachers will be newly hired, and who will be transferred where. For a renewal, a teacher’s evaluation score must be at
least 80. For those below the cutoff, unfortunately, a renewal cannot be pro-cessed. If a teacher feels their score was unjust I will ask the supervisor to inves-tigate it further before a final decision is made. These scores are also important in case a teacher wishes to work for us again in the future. For those who indi-cated a transfer, their evaluation score must be at least a 90. This sounds high, but the mean score is likely low to mid nineties. If there are any problems with the re-newal or transfer request I will always contact the teacher to discuss it. It takes about 2 months or so to complete the process and when everything is com-plete I will be in touch to notify you so. Official paperwork will also be sent to the schools.
{ {Dear Chris is a monthly advice column written by Chris Devison, the Jeollanamdo Language Program’s Provincial Coordinator and 9 year resident of South Korea. If you have questions to ask Chris you can send them to [email protected]
